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In-Progress Presentation Narrative Inquiry

Megan Stump APLNG 587. In-Progress Presentation Narrative Inquiry. Main Focus. Analyzing three different personal reflections Each written after I individually taught a lesson that I designed

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In-Progress Presentation Narrative Inquiry

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  1. Megan Stump APLNG 587 In-Progress Presentation Narrative Inquiry

  2. Main Focus • Analyzing three different personal reflections • Each written after I individually taught a lesson that I designed • One reflection is from APLNG 808. My lesson was Holidays (comparing Holidays with their non-holiday counterparts) • Two reflections are from APLNG 500. My lessons were on Connected Speech and Writing e-mails to Professors.

  3. Making Meaning

  4. Key Points “It’s amazing how I can be passionate about teaching and excited for the opportunity to instruct others and yet be so overwhelmed or scared of it at the same time.” (808) [Emotion] “I’ve said this multiple times before but I feel like with English language instruction there is so much more awareness that is needed within the classroom in regards to the learners.” (808) [Focus on others vs. self]** “At times I still feel like I struggle with the notion of ‘what does teaching English actually look like?’” (808) [Practice vs. Content Knowledge]

  5. What causes insecurity? • To me, English language instruction can be very big picture as you can choose from literally anything to instruct on and from. How does one know what topic to pick or even where to start? With other languages it’s simple, you start from the beginning. However, with ESL, many students already know parts of the language so where do I start from? How does one topic become more important than another? (808) • I felt lost for two reasons. One, I didn’t even know where to start in generating materials for the lesson and two, I didn’t know how to gain a better understanding of connected speech in order to feel comfortable talking about it. (500)

  6. Light bulb Moment “With ESL the content isn’t really the language, it’s what you’re doing with the language. Are you teaching language or are you teaching an argumentative essay? You’re using language to teach about x, y, z.” -Dr. Karen Johnson

  7. Result of ‘Light bulb Moment’ • If I’m no longer concerned with how I’m teaching the language then I would think there would be a difference in my view on what I’m doing, but I find I’m still concerned. • Lack of theory to practice. Need immersion.

  8. What Can I Do? • “What can I do?” – emotions controlling • Focus is on me • Fearful, insecure • Lack of focus on students • Where do I start? • One-directional/I know all • In the moment • “What can I do?” – emotions in check • Focus is on students • Clam, in control • How can I better serve my students? • How do I improve/move forward? • Collaborative • Bigger picture

  9. Desired State “At times I still feel like I struggle with the notion of ‘what does teaching English actually look like?’” (808) “After my last teaching session the biggest question I’ve had on my mind is, ‘How do I know my students are learning?’” (500)

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